No
rfolk
an
d S
uffo
lk P
rima
ry A
ss
es
sm
en
t Wo
rkin
g P
arty
Th
is p
roje
ct w
as
led
by th
e E
du
ca
tor S
olu
tion
s M
ath
em
atic
s T
ea
m
an
d fu
nd
ed
by th
e N
orfo
lk a
nd
Su
ffolk
Ma
ths
Hu
b.
Gu
ida
nc
e o
n fo
rma
tive
as
se
ss
me
nt m
ate
rials
to e
xe
mp
lify flu
en
cy, re
as
on
ing
an
d p
rob
lem
so
lvin
g
Ye
ar 1
For m
ore
info
rmatio
n a
nd to
mak
e a
bo
okin
g
ww
w.e
du
ca
tors
olu
tion
s.o
rg.u
k o
r ca
ll 01
60
3 3
077
10
De
ar C
olle
agu
e
Ple
ase
find
atta
ch
ed
gu
ida
nce
writte
n b
y N
orfo
lk a
nd
Suffo
lk P
rima
ry te
ach
ers
to h
elp
un
pic
k
wh
at flu
en
cy, re
ason
ing a
nd
pro
ble
m s
olv
ing lo
oks lik
e in
ye
ar g
rou
ps 1
-6.
Ra
tion
ale
The
se
mate
rials
we
re p
rod
uce
d b
ecau
se
teach
ers
hig
hlig
hte
d a
ga
p o
n h
ow
to te
ach a
nd
asse
ss th
e P
urp
ose
of S
tud
y a
nd
the
thre
e a
ims o
f the
Prim
ary
ma
the
ma
tics c
urric
ulu
m (D
fE,
20
13
). Pre
vio
us in
ca
rna
tion
s o
f the
Prim
ary
Ma
them
atic
s N
atio
na
l Cu
rricu
lum
ha
ve
alw
ays
inclu
de
d g
uid
an
ce
(and
usua
lly o
bje
ctiv
es) o
n th
is a
rea
, alth
ou
gh
the
y h
ave
be
en k
no
wn
un
de
r
ma
ny d
iffere
nt n
am
es s
uch
as u
sin
g a
nd
ap
ply
ing, w
ork
ing m
ath
em
atic
ally
, pro
ble
m s
olv
ing o
r
inve
stig
atio
ns.
Alth
ou
gh
ea
ch
ye
ar g
rou
p c
on
tain
s o
bje
ctiv
es fo
r the
con
ten
t of th
e n
ew
cu
rricu
lum
(DfE
, 20
13
),
the
re a
re fe
w re
fere
nce
s in
the
bo
dy o
f the N
atio
na
l Cu
rricu
lum
tha
t exe
mp
lify flu
en
cy,
rea
so
nin
g o
r pro
ble
m s
olv
ing, a
nd
ye
t the
se
thre
e a
ims w
ill be
ob
se
rve
d, e
xa
min
ed
an
d te
ste
d.
In a
dd
ition to
the
se
mea
su
res th
ere
are
ma
ny (e
.g. N
RIC
H) w
ho
be
lieve
the
se a
ims a
re
pa
rticu
larly
imp
orta
nt w
ithin
the
lea
rnin
g o
f ma
them
atic
s fo
r all c
hild
ren
.
Org
an
isa
tion
of m
ate
rial
The
ma
teria
ls h
ave
bee
n p
rod
uce
d in
sin
gle
age
ye
ar g
rou
ps.
Tea
ch
ers
loo
ked
at a
nd
iden
tified
the b
ig id
ea
s in
ma
them
atic
s. T
en
big
ide
as w
ere
iden
tified
acro
ss e
ve
ry y
ea
r gro
up
. Th
ese
we
re in
form
ed
by th
e N
atio
na
l Cu
rricu
lum
ob
jectiv
es, th
e N
AH
T
KP
I’s (k
ey p
erfo
rma
nce
ind
icato
rs) a
nd
oth
er s
ou
rce
s s
uch
as N
CE
TM
an
d N
RIC
H. T
he
se
big
ide
as a
re o
nly
su
gge
stio
ns a
nd
co
uld
be
ch
ange
d, d
ele
ted o
r ad
ded
to d
ep
en
din
g o
n s
cho
ol
sp
ecific
crite
ria a
nd
foci.
Un
de
r ea
ch
big
ide
a a
re th
ree
bo
xe
s fo
r fluency, re
aso
nin
g a
nd
pro
ble
m s
olv
ing. T
he
first p
art o
f
ea
ch
bo
x in
clu
de
s s
om
e e
xe
mp
lificatio
n fo
r ea
ch
aim
. Th
ese s
tate
me
nts
are
inte
nde
d to
help
su
ppo
rt the
un
de
rsta
nd
ing o
f ea
ch
aim
with
in th
e b
ig id
ea
. Ho
we
ve
r, as a
bo
ve
, the
y a
re n
ot a
defin
itive
or c
om
ple
te lis
t and
tea
che
rs s
hou
ld c
ha
nge
an
d a
lter th
em
acco
rdin
gly
.
The
se
co
nd p
art o
f the b
ox in
clu
de
s s
om
e p
ossib
le a
ctiv
ities th
at c
ou
ld h
elp
sup
po
rt the
exe
mp
lifica
tion
of e
ach a
im. T
he
se
activ
ities h
ave
be
en s
ele
cte
d b
y th
e te
ache
rs a
nd
are
the
re
to s
up
po
rt the te
ach
ing a
nd le
arn
ing o
f ea
ch
aim
, bu
t are
no
t me
an
t to b
eco
me
a c
he
cklis
t.
Ma
ny o
f the a
ctiv
ities a
re th
e te
ach
er’s
ow
n, b
ut if th
ey b
elo
ng to
a s
ou
rce
this
ha
s b
ee
n
ackn
ow
led
ge
d u
nd
ern
ea
th th
e a
ctiv
ity. H
ow
eve
r, wh
ile th
is s
ectio
n is
usefu
l, the
bo
x w
hic
h
offe
rs p
ossib
le e
xe
mp
lificatio
n fo
r ea
ch
aim
is m
ore
impo
rtan
t in u
nde
rsta
nd
ing th
e p
urp
ose o
f
stu
dy o
f the
ma
them
atic
s c
urric
ulu
m.
For m
ore
info
rmatio
n a
nd to
mak
e a
bo
okin
g
ww
w.e
du
ca
tors
olu
tion
s.o
rg.u
k o
r ca
ll 01
60
3 3
077
10
Wo
rkin
g P
arty
Th
is p
roje
ct w
as le
d b
y th
e E
du
ca
tor S
olu
tions M
ath
em
atic
s T
eam
(Alis
on
Bo
rthw
ick) a
nd
fun
de
d b
y th
e N
orfo
lk a
nd
Suffo
lk M
ath
s H
ub .
Pe
op
le w
ho c
ontrib
ute
d to
the m
ate
rials
Co
pyrig
ht a
nd
us
ag
e o
f the
ma
teria
ls
Re
pro
du
ce
d w
ith k
ind
pe
rmis
sio
n o
f NR
ICH
, Un
ive
rsity
of C
am
brid
ge
.
Exa
mp
les fro
m T
ea
ch
ing
for M
aste
ry m
ate
rials
, text ©
Cro
wn
Co
pyrig
ht 2
015
, illustra
tion
an
d
de
sig
n ©
Oxfo
rd U
niv
ers
ity P
ress 2
01
5, a
re re
pro
du
ce
d w
ith th
e k
ind
pe
rmis
sio
n o
f the
NC
ET
M
an
d O
xfo
rd U
niv
ers
ity P
ress. T
he T
ea
ch
ing
for M
aste
ry m
ate
rials
ca
n b
e fo
und
in fu
ll on th
e
NC
ET
M w
eb
site
ww
w.n
ce
tm.o
rg.u
k/re
so
urc
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the
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eb
site
http
s://
ww
w.o
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o.u
k/fo
r-s
ch
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l/18
16
With
in th
e p
ossib
le a
ctiv
ities to
exe
mp
lify flu
en
cy, re
aso
nin
g a
nd
pro
ble
m s
olv
ing, te
ach
er’s
ch
ose
activ
ities fro
m a
va
riety
of s
ou
rce
s, in
clu
din
g th
eir o
wn
wh
ich
the
y fe
lt sup
po
rted
this
m
ath
em
atic
al a
rea. H
ow
eve
r this
do
es n
ot m
ea
n th
at th
ese
activ
ities a
re lim
ited
to th
is s
ectio
n,
an
d w
ou
ld b
e s
uita
ble
for u
se
in e
ach
are
a o
f flue
ncy, re
ason
ing a
nd p
rob
lem
so
lvin
g.
On
be
ha
lf of T
he
No
rfolk
an
d S
uffo
lk P
rima
ry A
sse
ssm
en
t Wo
rkin
g P
arty
Be
st w
ish
es,
Alis
on
Bo
rthw
ick
alis
on
.bo
rthw
ick@
ed
uca
tors
olu
tion
s.o
rg.u
k
David
Bo
ard
(St J
oh
n’s
Prim
ary
, No
rfolk
) L
orn
a D
en
ham
(Saxm
un
dh
am
Prim
ary
, Su
ffolk
)
Alis
on
Bo
rthw
ick (M
ath
em
atic
s A
dvis
er)
Vic
toria
Gate
sh
ill (Harle
sto
n P
rimary
, No
rfolk
)
Liz
Bo
nn
ely
kke (S
tan
ton
Prim
ary
, Su
ffolk
) R
os M
iller (H
eth
ers
ett J
un
ior, N
orfo
lk)
Hele
n C
hatfie
ld (C
aven
dis
h P
rimary
, Su
ffolk
) C
herri M
osele
y (F
reela
nce C
on
su
ltan
t)
Sh
eila
Day (W
ind
mill F
ed
era
tion
, No
rfolk
) H
ele
n N
orris
(Du
ssin
gd
ale
Prim
ary
, No
rfolk
)
Refe
ren
ces
Departm
ent fo
r Educatio
n (D
fE), (2
013), M
ath
em
atic
s
Pro
gra
mm
e o
f Stu
dy K
ey S
tages 1
an
d 2
. Lon
don
: DfE
.
McIn
tosh, J
. (201
5) F
inal R
eport o
f the C
om
mis
sio
n o
n
Assessm
ent W
ithou
t Leve
ls. L
ond
on: C
row
n C
opyrig
ht.
ww
w.N
RIC
H.m
ath
s.o
rg w
ww
.ncetm
.org
.uk
For m
ore
info
rmatio
n a
nd to
mak
e a
bo
okin
g
ww
w.e
du
ca
tors
olu
tion
s.o
rg.u
k o
r ca
ll 01
60
3 3
077
10
Ove
rvie
w o
f the
Big
ide
as
in Y
ea
r 1
1.
Co
un
t, com
pa
re a
nd
ord
er n
um
be
rs (u
p to
100
).
2.
Re
co
gn
ise
and
use
the p
ositio
na
l an
d a
dd
itive a
sp
ects
of p
lace
va
lue (to
at le
ast 2
0).
3.
De
ve
lop
num
be
r se
nse
to s
upp
ort m
en
tal c
alc
ula
tion.
4.
Ad
d a
nd s
ubtra
ct n
um
be
rs, re
co
gn
isin
g th
at th
ese
are
inve
rse
op
era
tion
s (u
p to
20
).
5.
Mu
ltiply
an
d d
ivid
e n
um
be
rs, re
co
gn
isin
g th
at th
ese
are
inve
rse
opera
tion
s (u
sin
g c
on
cre
te
an
d p
icto
rial re
pre
se
nta
tion
s).
6.
Use
alg
eb
ra to
exp
ress p
atte
rns a
nd
gen
era
lisa
tion
s w
ithin
ma
them
atic
s.
7.
(a) R
eco
gn
ise
fractio
ns o
f sha
pe
s, o
bje
cts
and
qu
an
tities (h
alv
es a
nd
qu
arte
rs).
8.
Be
com
e fa
milia
r with
a v
arie
ty o
f un
its o
f me
asu
re to
an
app
rop
riate
leve
l of a
ccu
racy.
9.
Re
co
gn
ise
and
use
the p
rop
ertie
s o
f sh
ap
es, in
clu
din
g p
ositio
n a
nd d
irectio
n.
10
. C
olle
ct, o
rga
nis
e a
nd in
terp
ret d
ata
.
For m
ore
info
rmatio
n a
nd to
mak
e a
bo
okin
g
ww
w.e
du
ca
tors
olu
tion
s.o
rg.u
k o
r ca
ll 01
60
3 3
077
10
Year 1
Big idea 1: Count, compare and order numbers (up to 100)
Fluency Reasoning Problem solving
Exemplification of fluency
• Demonstrate secure one to one correspondence, cardinality and conservation of number
• Count on and back in ones from any start number
• Know the next and previous number in the sequence
• Order numbers from smallest to largest
• Identify one more and one less
• Represent numbers conceptually
• Represent numbers pictorially
• Represent the same number in different way
• Partition numbers in different ways
Exemplification of reasoning
• Use mathematical language more than, less than and equal to when comparing numbers
• Subitize small quantities and compare them
• Use counting in twos to identify even and odd numbers
• Link counting to ordering 1st, 2
nd, 3
rd…
Exemplification of problem solving
• Fill in missing numbers in a sequence, for example on a number line or 100 square. Explain how they know
• Recognise and continue patterns in a counting sequence
• Use apparatus and/or diagrams to represent problems and organise thinking
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Year 1
Big idea 1: Count, compare and order numbers (up to 100)
Possible activities to exemplify fluency
• What is the next number after 7?
• What is the number before 5?
• Put these numbers in order from smallest to largest: 7, 2, 5, 12
• Show me 5. Find another way, and another…
• Partition 5 in different ways, recognising what is the same and what is different.
Possible activities to exemplify reasoning
• Count with a puppet, recognising and explaining mistakes
• Count in twos e.g. counting socks, shoes, pairs of wellies, animal’s legs to recognise even numbers
• Use counting in twos to answer true/false questions: If you start at 2 and count in twos, will you say 9?
• Explain choice of an odd one out from a group of numbers. Explain why someone chose a different odd one out.
• Point to the fourth object in the line. How do you know?
• Use Do, then explain activities eg are there more red ones than green ones? How can you find out? Source: NCETM Progression maps https://www.ncetm.org.uk/resources/42990
Possible activities to exemplify problem solving
• Complete the missing number (counting
in ones)
Source: NCETM Y1 Mastery assessment https://www.ncetm.org.uk/resources/46689
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Year 1
Big idea 1: Count, compare and order numbers (up to 100)
• Compare amounts. What’s the same? What’s different? Eg: Compare bead strings and notice: One has 9 beads and the other has 6 beads. 9 is 3 more than 6. 6 is 3 less than
Source: NCETM Y1 Mastery assessment https://www.ncetm.org.uk/resources/46689
• Use numicon/cuisinairre or other resources to represent different numbers and sequences
• Same Length Trains
Source: http://NRICH.maths.org/4332
• Dotty Six
Source: http://NRICH.maths.org/7337
• Cube Bricks and Daisy Chains
Source: http://NRICH.maths.org/7043
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 2:
Recognise and use the positional and additive aspects of place value (to at least 20)
Fluency Reasoning Problem solving
Exemplification of fluency • Recognise positional place value
e.g. the digit 2 in 21 has a value of
20
• Recognise additive place value
e.g.21 is 20 (tens) + 1 (ones) and
10 + 10 + 1
• Partition two-digit numbers in
different ways using tens and ones
• Demonstrate positional or additive
place value through representing
numbers pictorially or conceptually
Exemplification of reasoning
• Explain the value of each digit in a two-digit number
• Use positional place value to order numbers, looking at the digits from left to right
• Use additive place value to partition numbers to add and subtract
• Use apparatus in tens and ones and pictures/marks to reason about numbers
Exemplification of problem solving
• Use place value to fill in missing
numbers in a sequence, for example on
a number line or 100 square
• Use knowledge of place value
(positional and additive) to solve
problems
• Use apparatus and/or diagrams to
represent problems and organise
thinking
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 2:
Recognise and use the positional and additive aspects of place value (to at least 20)
Possible activities to exemplify fluency • Partition a two-digit number into
tens and ones using apparatus and arrow cards
• Create a two-digit number using apparatus in tens and ones and/or arrow cards
• Read two-digit numbers from a Gattegno chart
• How many tens are there in 24? How do you know?
• Think of a number. • What is 10 more, 10 less than your
number? 11 more, 11 less than your number?
• Source: NCETM Y1 Mastery assessment https://www.ncetm.org.uk/resources/46689
Butterfly Flowers
Source: http://NRICH.maths.org/229
Possible activities to exemplify reasoning
• 10 less than my number is 24. What is my number? Source: NCETM Progression maps https://www.ncetm.org.uk/resources/42990
• What comes next?
10 + 1 = 11 10 + 2 = 12
10 + 3 = 13
• Given a bank of 4 digits, make numbers according to set criteria such as less than 20, more than 30, closest to 25, between 30 and 40 etc. What is the largest two-digit number you can make? What is the smallest? Explain your thinking.
• Complete the missing numbers in a horizontal/ vertical cross as on a 100 square.
• 6 Beads Source: http://NRICH.maths.org/152
Possible activities to exemplify problem
solving
• 45, 54 What is the same, what is
different?
• Source: NCETM Y1 Mastery
assessment
https://www.ncetm.org.uk/resources/46689
• Two-digit Targets
Source: http://NRICH.maths.org/6343
• Largest Even
Source: http://NRICH.maths.org/7431
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 2:
Recognise and use the positional and additive aspects of place value (to at least 20)
• Snail 100
Source: http://NRICH.maths.org/8303
• What Number? Source: http://NRICH.maths.org/984
• Five Steps to 50
Source: http://NRICH.maths.org/10586
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 3:
Develop number sense to support mental calculation
Fluency Reasoning Problem solving
Exemplification of fluency
• Count in ones, forwards and back, from any number
• Count in multiples of twos, fives and tens, recognising the pattern of the numbers
• Represent the same number in different ways
• Partition numbers in different ways, seeing numbers within numbers and recognising part whole relationships
• Recognise and continue patterns in numbers
• Sort and order numbers
• Use doubles and near doubles
Exemplification of reasoning
• Partition numbers in different ways (eg. 5 = 2 + 3 and 2 + 2 + 1)
• Recognise 9 and 11 as near ten, 19 and 11 as near 20
• Recognise near bonds for 10 and near doubles
• Use number bonds for 10 to create number bonds for 20
• Have a mental picture of the number system to use for calculation and to justify the place value of numbers
• Use pictures/marks to reason about an answer
Exemplification of problem solving
• Use apparatus and/or diagrams to represent problems and organise thinking
• Use patterns and relationships between numbers to solve problems
• Recognise that there is more than one possible solution and find them all
• Solve the same problem in different ways
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 3:
Develop number sense to support mental calculation
Possible activities to exemplify fluency
• Use diagrams to show numbers within numbers
• How many different ways can you partition 15?
• What else do you know?
Source: NCETM Y1 Mastery assessment https://www.ncetm.org.uk/resources/46689
Possible activities to exemplify reasoning
• I know that 6 + 4 = 10. How do I find out 6 + 5?
• Continue the pattern: 10 + 6 = 16
11 + 5 = 16
Make a similar pattern for 14
• I have two even numbers with a difference of 3. What could they be? Find another solution.
• 5 + 2 = 2 + 5 true or false?
• Which numbers are between 13 and 19?
• Which of these has a total less than 15? 10 + 5; 11 + 5; 9 + 5.
• Find the missing numbers. Use apparatus to help you. 9 + □ = 17
18 - □ = 12
Possible activities to exemplify problem
solving
• What Could It Be?
Source: http://NRICH.maths.org/10479
• Pairs of Numbers
Source: http://NRICH.maths.org/7233
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 3:
Develop number sense to support mental calculation
• One Big Triangle
Source: http://
NRICH.maths.org/192
• Ten Frame Games, article
Source: http://
NRICH.maths.org/10742
• All Change
Source: http://NRICH.maths.org/7514
• Ladybirds in the Garden
Source: http://NRICH.maths.org/1816
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 4:
Add and subtract numbers, recognising that these are inverse operations (up to 20)
Fluency Reasoning Problem solving
Exemplification of fluency • Read, write and interpret
mathematical statements involving addition +, subtraction – and equals = signs
• Recall, represent and use all number bonds to and within 10, extending to 20
• Add and subtract one-digit and two digit numbers to 20, including 0
• Understand the effect of adding or subtracting zero
• Add and subtract using concrete objects and/or pictorial representations
• Begin to recognise addition and subtraction as inverse operations
Exemplification of reasoning
• Use mathematical language of add, take-
away, subtract, difference, equals
• Explain what addition and subtraction are
• Partition numbers in different ways to support addition and subtraction
• Exemplify a number sentence in a variety of ways
• Use a variety of jottings to explain thinking
Exemplification of problem solving
• Use objects to count out and explain the problem
• Work systematically and logically to solve a problem
• Find possibilities within a problem
• Solve missing number problems using concrete objects, pictorial representations and mentally
• Use reasoning about addition and subtraction to solve number problems
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 4:
Add and subtract numbers, recognising that these are inverse operations (up to 20)
Possible activities to exemplify fluency • Use the pattern to complete the
number sentences. 0 + 5 = 5
1 + □ = 5
2 + □ = 5
3 + □ = 5
4 + □ = 5
5 + □ = 5
Do the same for 6, 7, 8, 9 and 10
• Solve simple addition and subtraction number statements, using apparatus or jottings for support
• Model simple word problems with apparatus, the bar model or use a number line to find a solution e.g. Tom has 5 more stickers than Sarah. Sarah has 12 stickers, how many does Tom have?
• Source: NCETM Y1 Mastery assessment https://www.ncetm.org.uk/resources/46689
Possible activities to exemplify reasoning • Conjecture about the possible questions to
the answer 7. 5 + 2 = 7
2 + 5 =7
7 = 5 + 2
7 = 2 + 5
7 = 10 – 3 and so on
• Find all 8 number statements in a fact family, using apparatus for support 5 + 2 = 7
2 + 5 =7
7 = 5 + 2
7 = 2 + 5
7 - 5 = 2
7 – 2 = 5
5 = 7 – 2
2 = 7 – 5
• What number statements link the numbers 7, 8 and 15?
• Use another fact in the same family, for example 9 + 7 = 16, so 16 – 7 must be 9
• If you add 0 to a number, the total stays the same. Do you agree?
Possible activities to exemplify problem solving • Use the bar model to support finding a
missing number or multiple solutions
• What was in the box?
Source: http://NRICH.maths.org/7819
• Number lines
Source: http://NRICH.maths.org/5652
• Incy wincey spider Source: http://NRICH.maths.org/8389
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 4:
Add and subtract numbers, recognising that these are inverse operations (up to 20)
• Continue the pattern: 19 - 6 = 13
18 - 5 = 13
17 – 4 = 13
Continue the pattern. Make a similar pattern for 14
• Write the missing symbols, + - or =
7 □ 4 □ 11
15 □ 7 □ 8
• Two Dice
Source: http://NRICH.maths.org/150
• Sort Them Out Source: http://NRICH.maths.org/6885
• 2, 4, 6, 8
Source: http://NRICH.maths.org/175/
note
• 4 Dom
Source: http://NRICH.maths.org/179/
note
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 4:
Add and subtract numbers, recognising that these are inverse operations (up to 20)
• Number crosses
• Number Crosses
Source: NCETM Y1 Mastery
assessment
https://www.ncetm.org.uk/
resources/46689
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 5:
Multiply and divide numbers, recognising that these are inverse operations (using concrete and
pictorial representations)
Fluency Reasoning Problem solving
Exemplification of fluency • Ensure one to one correspondence
skills are well developed
• Arrange objects into equal groups and arrays
• Find double a number and half of an even number
• Count in 2s, 5s and 10s using a variety of resources to find a total
• Use number lines to count in steps of 2, 5 and 10, forwards and back
• Recognise division as grouping and sharing
• Begin to recognise multiplication and division as inverse operations, including and double and half
Exemplification of reasoning
• Begin to use the mathematical language of multiplication and division: group, grouping, share, array, multiplied by, divided by, share, shared between, sets, double, half
• Explain how you can group the same quantity in different ways
• Explain how an answer can be reached in a number of ways
• Use pictures and marks to demonstrate and explain thinking
• Make connections between arrays, number patterns and counting in twos, fives and tens
• Systematically count in 2s, 5s and 10s to find the total
Exemplification of problem solving
• Use equal groups and share items out in play and problem solving
• Use concrete objects, pictorial representations and arrays to solve one step multiplication and division problems
• Work on practical problem solving activities involving equal sets or groups and conjecture about results
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 5:
Multiply and divide numbers, recognising that these are inverse operations (using concrete and
pictorial representations)
Possible activities to exemplify fluency
• Use concrete objects to answer questions such as: What is double 4?
What is half of 6?
• Count in 2s e.g. counting socks, shoes, animal’s legs… Count in 5s e.g. counting fingers, fingers in gloves, toes…Count in 10s e.g. fingers, toes…to find the total and to complete number patterns Source: NCETM Y1 Mastery assessment https://www.ncetm.org.uk/resources/46689
Possible activities to exemplify reasoning
• Captain Conjecture says, ‘I can double any number, but I can only halve some numbers’.
• Convince me that you can find the total number is an array by repeated addition: 5 + 5 + 5 = 15 or 3 + 3 + 3 + 3 + 3 = 15
• Counting in twos, fives or tens, identify the missing multiple in a sequence such as 5, 10, 15, 20, □, □, □, 40.
• There are 3 sweets in one bag. Explain how
many sweets are there in 5 bags.
• There are 10 Lego people. 2 people can fit in each car. How many cars are needed for all the people?
• 8 sweets are shared between 2 people. Convince me they have 4 each.
• If I start at 2 and count in twos, will I say 23? Convince me.
• If I start at 5 and count in fives, I will say 54.
True or false?
Possible activities to exemplify problem solving
• Solve practical problems involving sharing, including distributing cards when playing a game, putting objects onto plates, into cups, hoops etc.
• Doubling Fives
Source: http://NRICH.maths.org/10588
• Share Bears Source: http://NRICH.maths.org/2358
• Lots of Biscuits Source: http://NRICH.maths.org/6883/note
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 5:
Multiply and divide numbers, recognising that these are inverse operations (using concrete and
pictorial representations)
• Use apparatus to solve simple word problems such as: There are 12 crocus bulbs. Plant 3 in each pot. How many pots do you need?
Jo has 12 Lego wheels. How many cars can she make?
• Fair Feast
Source: http://NRICH.maths.org/2361
• Grouping Goodies
Source: http://NRICH.maths.org/232
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 6:
Use algebra to express patterns and generalisations within mathematics
Fluency Reasoning Problem solving
Exemplification of fluency • Recognise and create repeating
patterns with objects and with shapes
• Recognise a symbol such as □ to represent a missing number
• Give an example of a generalisation e.g. odd number, 2D shape, 3D shape
• Use the equals sign as a balance, to show equivalence between two number statements
Exemplification of reasoning
• Recognise and describe the repeated unit in a pattern and use it to continue the pattern
• Use counting in twos to identify even and odd numbers
• Recognise that 2 things and 3 things will always be 5 things, regardless of what the things are
• Explain the equals sign and reason that is doesn’t simply mean “This is the answer.”
• Recognise that addition and subtraction are related operations
• Generalise rather than describe, e.g. they both have rather than one is blue and one is green
• Justify choices in general terms
Exemplification of problem solving
• Continue a repeating pattern
• Identify odd and even numbers; continue a sequence of odd or even numbers
• Solve missing number and shape problems
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 6:
Use algebra to express patterns and generalisations within mathematics
Possible activities to exemplify fluency
• Answer a simple question with another and another and another possible answer, e.g. tell me an even number larger than 20, and another, and another.
• Use a pan balance to explore
equivalent number bonds with Numicon or plastic cubes, e.g. 5 + 3 = 7 + □
• Create a repeating pattern using 2 or more different shapes.
• How Odd
Source: http://NRICH.maths.org/7190/note
Possible activities to exemplify reasoning • Answer questions such as What is the same?
What is different? when comparing objects
• Continue a repeating pattern where objects change size, colour, orientation as well as shape
• Express the same number bond in different formats e.g. 9 + 7 = 16; 16 = 9 + 7; 16 - 7 = 9; 7 = 16 – 9
• Use pattern to solve connected calculations
11 = 3 + 8
12 = 4 + 8
13 = □ + 8
14 = □ + 8
What numbers go in the boxes?
Can you continue this sequence of calculations?
Source: NCETM Progression maps https://www.ncetm.org.uk/resources/42990
Possible activities to exemplify problem solving
• Ip Dip
Source: http://NRICH.maths.org/7185/note
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 7(a):
Recognise fractions of shapes, objects and quantities (halves and quarters)
Fluency Reasoning Problem solving
Exemplification of fluency
• Recognise that a half is one of two equal parts of the whole and a quarter is one of four equal parts of a whole
• Use concrete and pictorial
representations to find and of an object, shape or quantity
• Find and in a number of ways
• Recognise and combine s and as parts of a whole
Exemplification of reasoning
• Connect finding ½ and ¼ to equal sharing and grouping of objects and measures
• Recognise when an object, shape or quantity
is not split into and
• Identify all possible ways of finding and of a shape
• Explain how to show whole, half, quarter and three-quarter turns
Exemplification of problem solving
• Children themselves move in turns, giving instructions to other children to do so, and programming robots using instructions given in whole, half, quarter and three-quarter turns
• Solve simple problems involving fractions of shapes, objects and quantities
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 7(a):
Recognise fractions of shapes, objects and quantities (halves and quarters)
Possible activities to exemplify fluency
• Find and label and/or of an object, shape or quantity, including length
• Colour in and of a variety of shapes
• Use apparatus and drawings to
show and
• Share the fruit Source: NCETM Y1 Mastery assessment https://www.ncetm.org.uk/resources/46689
Possible activities to exemplify reasoning
• Which objects show ?
• Which objects show ?
• Draw a ring around the shapes which do not
show (or ).
• Identify the fraction shown e.g. Sources: Reasoning paper 2 Key Stage 1 2015 sample paper, NCETM Y1 Mastery assessment https://www.ncetm.org.uk/resources/46689
Possible activities to exemplify problem
solving
• Turning Man
Source: http://NRICH.maths.org/5560
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 7(a):
Recognise fractions of shapes, objects and quantities (halves and quarters)
• Colour half of the squares. Find a different way. And another, and another.
• There are 12 children in a class. Sammy says half of the class is 7. Do you agree? Explain your reasoning. Source: NCETM Progression maps https://www.ncetm.org.uk/resources/42990
• Choose a number of counters. Place them onto 2 plates so that there is the same number on each half. When can you do this and when can’t you? What do you notice?
• Find half of an amount of money, e.g 5p coin and 1p coin.
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 8:
Become familiar with a variety of units of measure to an appropriate level of accuracy
Fluency Reasoning Problem solving
Exemplification of fluency
• Move from using non-standard units including discrete (e.g. counting) and continuous (e.g. liquid) measures, to using manageable common standard units.
• Use measuring tools such as a ruler, weighing scales and containers, to record standard measures
• Know the names and values of the different coins and bank notes
• Make the same amount of money in different ways
• Use 10p and 1p coins as Base 10 apparatus
• Use the number words on coins to begin to read and write numbers from 1 to 20 in words
Exemplification of reasoning
• Describe and solve practical problems (using
the correct vocabulary and reasoned
argument) about:
lengths and heights
[e.g. long/short, longer/shorter, tall/short,
double/half]
mass/weight
[e.g. heavy/light, heavier than, lighter than]
capacity and volume
[e.g. full/empty, more than, less than, half,
half full, quarter]
• Use pairs of terms mass and weight, volume and capacity interchangeably and appropriately
• Find practical ways to justify and explain
answers
• Sequence events in logical order
Exemplification of problem solving
• Work logically and systematically to solve a problem
• Use a variety of information to reach conclusions
• Solve problems relating to measures, including time and money
• Complete problems with missing information
• Sort coins and times systematically
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 8:
Become familiar with a variety of units of measure to an appropriate level of accuracy
• Sequence events in chronological order
• Measure and begin to record time
• Read the time to the hour and half past the hour on an analogue clock
• Draw the hands on an analogue clock face to record time to the hour and half past
• Use words such as: before, after, next
• Recognise and use language relating to dates, including days of the week, weeks, months and years, today, yesterday, tomorrow
• Use terms such as quicker, slower. earlier, later
• Justify and explain differences in time
• Connect turning clockwise with movement of the hands on an analogue clock
• Reason about time
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 8:
Become familiar with a variety of units of measure to an appropriate level of accuracy
Possible activities to exemplify fluency
• Length
Which is the longest?
Prove it
• Mass
Here are three items. Can you sort them from lightest to heaviest by feeling them with your hands?
• Weigh items against each other Source: NCETM Y1 Mastery assessment https://www.ncetm.org.uk/resources/46689
Possible activities to exemplify reasoning
• How do you know that this object is longer/taller/heavier than this one?
• Which pencil is the same length as this book?
• Captain Conjecture says ‘All of the glasses contain the same quantity of lemonade.’ Do you agree?
Source: NCETM Y1 Mastery assessment https://www.ncetm.org.uk/resources/46689
• Order, Order! Source: http://NRICH.maths.org/7340
Possible activities to exemplify problem solving
• How Tall?
Source: http://NRICH.maths.org/7536
• Making Trains
Source: http://NRICH.maths.org/4331
• Bottles
Source: http://NRICH.maths.org/10337
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 8:
Become familiar with a variety of units of measure to an appropriate level of accuracy
• Capacity
Compare a number of containers. Which holds the most/least?
• Money
Sequence coins in order Find ways to make different amounts of money and the same amount of money in different ways
Source: NCETM Y1 Mastery assessment https://www.ncetm.org.uk/resources/46689
• Time
Times of day
Source http://NRICH.maths.org/6609
• Money
Sort coins, recognising that the different patterns on them does not change their value
• Count coins and find simple equivalents
• Explain different ways to show me 10p
• Discuss how to pay for a variety of items in a shop
• Reason about coins: I have 2 silver coins. How much money could I have?
• Time
Stop the Clock
Source: https://NRICH.maths.org/6071/note
• Days of the week
• Fair exchange
Source: http://NRICH.maths.org/224
• Snap
Source: http://NRICH.maths.org/6082
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 8:
Become familiar with a variety of units of measure to an appropriate level of accuracy
• Talk about own day, sequencing events using words such as before and after
• Relate half a turn to half of a circle and half past on an analogue clock
• Compare times on a variety of clocks
• Match times in words to times on an analogue clock (and vice versa) Source: NCETM Y1 Mastery assessment https://www.ncetm.org.uk/resources/46689
Source: https://NRICH.maths.org/6082/note
• What is the time?
Source: https://NRICH.maths.org/7377/
note
• Calculate simple time intervals
Source: NCETM Y1 Mastery
assessment
https://www.ncetm.org.uk/
resources/46689
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 9:
Recognise and use the properties of shapes, including position and direction
Fluency Reasoning Problem solving
Exemplification of fluency • Handle and name common 2D and
3D shapes, naming these and related everyday objects fluently
• Know shapes have the same name whatever their orientation or size
• Link pictorial representations to concrete objects
• Recognise a triangle in all its forms
Exemplification of reasoning
• Explain how shapes differ/are the same
• Describe what is special about a particular
shape
• Use positional language accurately, including
turns
Exemplification of problem solving
• Systematically sort shapes in a variety
of ways
• Solve shape problems
• Plan simple journeys
• Use a floor robot to solve problems
involving position and direction
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 9:
Recognise and use the properties of shapes, including position and direction
Possible activities to exemplify fluency
• Match a shape to its picture
• Name a given shape and select a matching shape given its name
• Name the shape in the feely bag, explaining how you know.
• Sort shapes according to own criteria, explaining why a particular shape belongs in its group
• Let’s Investigate triangles
Source: http://NRICH.maths.org/8878
Possible activities to exemplify reasoning
• Match the 3D shape to its shadow or footprint
• Talk about what is the same and what is different about particular shapes. Source: NCETM Y1 Mastery assessment https://www.ncetm.org.uk/resources/46689
• Reason about shapes to answer true/false questions such as All 2-D shapes have at least 4 sides. Source: NCETM Progression maps https://www.ncetm.org.uk/resources/42990
• Discuss and sort shapes according to a criterion, for example have only straight sides, have 4 vertices, have at least 1 square face etc
Possible activities to exemplify problem solving
• What Shape for Two
Source: http://NRICH.maths.org/9925
• Skeleton Shapes
Source: http://NRICH.maths.org/1156/note
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 9:
Recognise and use the properties of shapes, including position and direction
• 2 Rings
Source: http://NRICH.maths.org/5330
• Turning
Source http://NRICH.maths.org/5656
• What’s happening?
Source: http://NRICH.maths.org/7810
• Jig Shapes
Source: http://NRICH.maths.org/6886
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 10:
Collect, organise and interpret data
Fluency Reasoning Problem solving
Exemplification of fluency • Sort according to a specified
criteria e.g. odd, even, squares, pyramids
Exemplification of reasoning
• Sort using single circle, 2 circle and overlapping circle Venn diagrams
• Sort using a simple Carroll diagram with labels such as square and not square.
Exemplification of problem solving
• Gather and record information to answer a question
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
Big idea 10:
Collect, organise and interpret data
Possible activities to exemplify fluency
• Sort the street Source: http://NRICH.maths.org/5157/note
• Sorting Numbers
Source: http://NRICH.maths.org/5998
Possible activities to exemplify reasoning
• Sort data using simple tables
• What shape and colour?
Source: http://NRICH.maths.org/2185/note
• Venn Diagrams
Source: http://NRICH.maths.org/6290
• Carroll Diagrams
Source: http://NRICH.maths.org/5728
Possible activities to exemplify problem
solving
• Record the weather for a week using
simple symbols to identify, for example,
whether there were more sunny days
than not sunny days
• The Hair Colour Game
Source: http://NRICH.maths.org/6964/
note
For more information and to make a booking
www.educatorsolutions.org.uk or call 01603 307710
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